Interest and SDT in the classroom

Chris Ward

References

Athanasou, J. (1998). Perceptions of interest: A lens model analysis. Australian Psychologist, 33(3), 223-227.

Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.

Burch, C. (1995). Mathematics in the city: The desire for meaning and the fear of freedom. In J. G. Nicholls & T. A. Thorkildsen (Eds.), Reasons for learning: expanding the conversation on student-teacher collaboration (pp. 90-113). New York: Teachers College Press.

Cobb, P., Yackel, E., & Wood, T. (1989) Young children’s emotional acts while engaged in mathematical problem solving. In. D. M. McLeod and V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 117-148). New York: Springer-Verlag.

Dewey, J. (1902).  The child and the curriculum. Chicago: University of Chicago Press.

Good, T., Mulryan, C., & McCaslin, M. (1992). Grouping for instruction in mathematics: A call for programmatic research on small-group processes. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 165-196). New York: Macmillan.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.

Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The Search for optimal motivation and performance (pp. 309-339. San Diego, CA: Academic Press.

Hidi, S. (2001). Interest, reading, and learning: theoretical and practical considerations. Educational Psychology Review, 13(3), 191-209.

Krapp, A. (1993). The construct of interest: Characteristics of individual interests and interest-related actions from the perspective of a person-object-theory (Studies in Educational Psychology). Munich, Germany: Universität der Bundeswehr.

Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40.

Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), The Handbook of self-determination research (pp. 405-427). Rochester, NY: University of Rochester Press.

Krapp, A., Renninger, K. A., & Hoffmann, L. (1998). Some thoughts about the development of a unifying framework for the study of individual interest. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.). Interest and learning: Proceedings of the Seeon Conference on interest and gender (pp. 455-468). Kiel, Germany: IPN.

Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.

Lee, O. & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30(3), 585-610.

Lehrke, M., Hoffman, L., & Gardner, P. L. (Eds.). (1985). Interests in science and technology. Kiel, Germany: IPN.

Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424-436.

Nicholls, J. G. (1989). The Competitive ethos and democratic education. Cambridge, MA: Harvard University Press.

Nolen, S. B. (2001). Constructing literacy in the kindergarten: Task structure, collaboration, and motivation. Cognition and Instruction, 19(1), 95-142.

Renninger, K. A. (1992). Individual interest and development: Implications for theory and practice. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development. Hillsdale, NJ: Erlbaum

Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The Search for optimal motivation and performance (pp. 373-404). San Diego, CA: Academic Press.

Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165-185.

Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.

Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Zahorik, J. A. (1996). Elementary and secondary teachers’ reports of how they make learning interesting. The Elementary School Journal, 96(5), 551-564.